E-commons

Evidence based best practices in the teaching of written expression: Implications for the atlantic provinces educational outcomes

E-commons Repository

Show simple item record

dc.contributor.author Roberts, Crystal
dc.date.accessioned 2014-07-23T14:03:01Z
dc.date.available 2014-07-23T14:03:01Z
dc.date.issued 2013
dc.identifier.uri http://hdl.handle.net/10587/1347
dc.description.abstract This thesis examined evidence-based best practices in the teaching of written expression in two phases. The first phase, linked evidence-based research on writing instruction directly to Atlantic Canada Curriculum outcomes (Grades 4-6) in writing. In the second phase, the Teaching in Action document (Nova Scotia Department of Education, 2007) was analyzed to determine the nature of evidence for the components of effective instruction as explained by the Learning Oriented Teaching (LOT) model (Cate, Snell, Mann, & Vermunt, 2004). Effective components in instruction include the development of basic writing skills, metacognitive skills, motivation and the gradual release of responsibility from teacher to student. This thesis can benefit Nova Scotia teachers as it can serve as a clear and simple reference that links empirically supported teaching practices to curriculum outcomes. It also provides recommendations to enrich outcomes within the English language arts curriculum. en_US
dc.language.iso en en_US
dc.publisher Mount Saint Vincent University en_US
dc.subject Language arts curriculum
dc.subject Primary education - writing
dc.type Thesis en_US
dc.contributor.advisor French, Fred
dc.title Evidence based best practices in the teaching of written expression: Implications for the atlantic provinces educational outcomes en_US
dc.format.availability Full-text en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search


Advanced Search

Browse

My Account